There Is No Finish Line

As the final deadline date nears and my time as a Middlesex BAPP student draws to a close, I thought it appropriate that I reflect on my learning during this time and how it has shaped me as a professional...

It is hard to truly appreciate how much I have learned during this inquiry process. I feel I have absorbed and now integrate new ideas on motivation/confidence of my drama students that without my personal learning journal, it would be difficult to see what outlook I had to begin with. The inquiry process itself has brought to light the multitude of theories and variety of ideas that surround both the concepts of motivation and self-belief. Insightful literature that I have come across has been extremely thought-provoking in providing a series of often opposing views. I now have a much deeper understanding of what intrinsically motivates a drama student, in addition to the internal factors that could be affecting their motivation/confidence. I also believe I have a greater awareness of how teachers can only reasonably be expected to manage the external ‘climate’ of their classrooms and various teaching methods employed to support this such as; creating a ‘safe’ classroom, peer influence/the effect of group work and differentiation of learning resources.

In terms of my practice, I now know how to carry out a work-based inquiry, including the importance of efficient time management skills to fit University commitments/a commitment to improving my practice around my current responsibilities. This process as a whole has provided inspiration for future research, in acknowledging that my limited inquiry has only begun to ‘lift the lid’ on what makes students tick.  My development professionally means my approach to teaching classes has changed in the integration of methods to reduce performance pressures and I appreciate the importance of my supportive role/responsibilities. I should endeavour to stay up-to-date with current and evolving theories surrounding educational motivation.

Personally, I feel that not only do I have the experience of personally carrying out the project itself but I also have an increased knowledge about the field in which I work. I am confident at and fully prepared to participate to my professional networks; self-learning and reflection can only improve how something is done to a certain extent, beyond that the points of view and input from others is invaluable to continued learning. On a more literal level of learning, I have seen great improvement in my abilities to use web 2.0 tools as well as technical skill required to create my artefact. As I have previously mentioned, the inquiry process itself has not been the pinnacle of either the course or my learning, but instead I am viewing this experience as one long continuous journey, one too that is not yet finished as I am intent on continuing to further my practice.

I hope everyone is well, and to my fellow Module 3’ers; hoping you have enjoyed (amidst a little stress??) your final module as I have. Now roll on the presentations!

General Election Results and Implications for the Arts

Wherever you sit with views on who should be in charge of this country, I thought these articles made for an interesting read...

Writers’ Guild: ‘Generation of creators could be lost under Tories’

https://www.thestage.co.uk/news/2015/writers-guild-generation-creators-lost-tories/

BECTU: New theatre work at risk from Tory government

https://www.thestage.co.uk/news/2015/bectu-new-theatre-put-risk-tories/

Honour Bayes: We’re surprised by the election result because our view is too narrow

https://www.thestage.co.uk/opinion/2015/honour-bayes-surprised-election-result-view-narrow/

Thoughts for the day...

What does a Tory majority mean for the arts?

https://www.thestage.co.uk/news/2015/tory-majority-mean-arts/

by Georgia Snow - May 8, 2015

The continuation of theatre tax relief and a frozen BBC licence fee are among the pledges made by the Conservative party, which has won a majority in the House of Commons after the general election.

Tax reliefs for the creative industries, including theatre, were introduced by chancellor George Osborne in 2014 and look set to continue under a Conservative government, with the party’s manifesto pledging to “expand them where possible”.

The Conservative manifesto also pledged to freeze the BBC licence fee at £145.50. By freezing the fee for members of the public, BBC finances are likely to come under scrutiny ahead of the BBC’s royal charter renewal, which must take place before the end of 2016.

The previous coalition government came under fire for severe cuts to the arts after its election in 2010. However, speaking to The Stage prior to the election, culture minister Ed Vaizey defended the party’s arts policy of the previous five years, maintaining that the government had not cut the arts “horrendously”.

“People have got to get out of this mentality that if the arts council budget goes up, the arts are healthy and if the arts council budget goes down, the arts are in crisis, because it is complete nonsense,” he said.

Vaizey, who has previously championed the role of philanthropy in creating a thriving cultural sector, admitted that “no party can promise to maintain arts funding”, but said that a Conservative government would commit “to new and imaginative ways of supporting the arts”.

When asked by The Stage abut the role of Arts Council England, Vaizey suggested that a strong relationship between government and ACE’s new chief executive Darren Henley would be crucial to the strength of the body.

Vaizey did not, however, commit to the continuation of the Department for Culture, Media and Sport, but said: “DCMS is now a much smaller department but it is not going to disappear.”

Thoughts and Plans for the Oral Presentation

The finish line is in sight! (almost...)

With deadline day looming next week, I now look ahead to the oral presentations which are due to take place towards the end of May. Fortunately they fall during the May half term which means I shall be loading up the car and driving down early Wednesday morning of the 27th. Due to current work commitments, and various touring contracts prior to my current position, I have yet to actually set foot on campus, and so am looking forward to being present for something other than Skype-based conversation! (Not that they haven't been a life saver over the duration of this BAPP programme...!) 

Naturally I am curious to discover in greater detail what it is my fellow Module 3'ers have been busy working on over the months. The ten minute question and answer session that follows the main body of the presentation could prove difficult to prepare for in that there is no way to accurately anticipate the sorts of questions I could potentially be asked. There is however, something comforting in the notion that all of us who are present during the same scheduled day/time slot will all be able to put ourselves in each others shoes. I anticipate that because we will all be aware of the learning journey that has preceded the presentation, support amongst the group will be fantastic, especially if the Web 2.0 SIG's are anything to by!

In order to present my findings on motivation within the drama classroom, my personal motivation will come from presentations/speeches that have in the past been extremely organised, succinct, relevant and interesting. I doubt I need to point out the irony in talking about body language that would suggest a lack of motivation, only to look out in front of me and find you all asleep in your chairs! My current plan is use software just as Power Point, and to include some visual, auditory and kinaesthetic sources to cater for the variety of learning styles that could be present. Not only will this (hopefully) make for a more interesting presentation, it also reflects some of the themes that have emerged from carrying out my inquiry; such as ensuring everyone can access the information through differentiation of the resources. 

I am also looking forward to meeting with fellow course members/advisor and actually putting a real life face to a blog name or email address! 

Methods of Data Collection

Throughout this inquiry process, time has been  extremely precious in balancing the responsibilities of an existing work-load with the demands of an inquiry. During the planning stages of the process I had originally considered using an observation schedule with pre-defined behavioural categories for motivation. However, the review of literature and current theories in the field highlighted just how difficult it was to find a universal definition for motivation and as such, how would existing designs know what I was behaviour I was looking for? Opting instead for a much more simplistic design (see the link - http://bit.ly/1aILoOL ) I was able to make a record of observations during the lessons I was supporting in the form of brief notes. Another impact of time meant that precise details of events were only be remembered accurately for a short period of time. One solution for this, though impractical in this context of studying children, would have been to ‘capture’ events within the classroom by using audio-recording, photography or video. 

In order to formulate my questions for the teachers I interviewed regarding motivation and/or confidence in their classrooms (see the link - http://bit.ly/1D32caQ ) I attempted to focus my on what I did not yet know, but considered to be of great importance, at which point I had already starting thinking in terms of internal/external factors after having begun to review and explore additional literature and wanted to learn more about possible reasons for lack of motivation/confidence. Although time-consuming, I thoroughly enjoyed the data collection aspect of inquiry and feel that this foray into methodology has equipped me with the skills/knowledge to continue investigating my practice again and again in the future. 

My Learning Experience

The inherently behavioural nature of this inquiry has meant I have found it challenging to portray a true representation of motivational attitudes and behaviour within the classroom. As an artist I am able to appreciate that words are not the only form of expression and if the getting up and moving around the classroom is what truly motivates my students, the irony lies with me sitting down to write a body of text in order to articulate findings. After all, my understanding during this process has developed from what I did, not from writing it down.
In looking at my current professional environment through a motivation/confidence tinted lens, it was highly likely that I would find similarities between myself and the participants. My confidence in the wish to check transcribed interviews with participants to ensure accurate representations, mirrors that of those students who ask the same question/s repeatedly in order to gain understanding. Motivationally, my intrinsic desires lay in my genuine interest and curiosity of the topic but completion of this inquiry was also driven by the extrinsic time schedule. Time has therefore been a legitimate theme throughout this investigation in attempting to maintain an achievable balance between University commitments and professional responsibility, a balancing act likely occurring inside all participants involved.
In previous modules whereby I have noticed the progressive ‘steps’ I was making in the work, the process has now become natural in that I accept new knowledge without having to stop to actually acknowledge the process. Realising my range of questions were too broad and the changing of my perceptions regarding confidence/motivation were only recognised as ‘steps’ after a conversation with my advisor (Adesola), as I had already learned from these incidents and instinctively approached them quicker than I have done at any other stage of this BAPP programme.

I am now aware that data collected during this process did not provide the ‘answers’. Instead, every part of the inquiry process from interviews to reflecting on my day at work whilst in the checkout queue, were all ‘ingredients’ that made up the ‘recipe’ of my understanding. Had there been any readily-available answers in the literature, there wouldn't have been the desire/need for me to carry out this line of inquiry. My unique position lay in that I was able to link studies of motivation and apply them to a dramatic environment and as such, ‘answers’ were formed through the  links between all of the different elements.
My journey as a distance learner over the entirety of the BAPP programme has meant a transition from constantly seeking the approval of my advisor for fear of being ‘wrong’, to being more confident in my abilities to explore my practice. The support network of fellow peers/SIG members built throughout this experience should provide different perspective should I seek it in the future. Motivation being the nebulous concept that it is, the shape that this inquiry has taken was not as clear-cut as I first anticipated it being. What I had originally perceived to be a two week schedule of research tools as the main window for my learning has instead been the process of the inquiry (and BAPP course) overall and has been all along; reflecting on my experiences whilst at Middlesex has allowed me to appreciate my significant learning curve.

Update/s on Inquiry Process...(back into the swing of things?)

Here I am....made it onto Module 3 and the last big push needed now in order to complete this BAPP course. Feeling absolutely swamped at the moment at work; holding my hands up and being completely honest, I haven't made the most of my time so far and aim to change that now!

Overall, I was very happy with the progress I have made in terms of the quality of my work between Modules 1 & 2. I would have to say, the feedback from Adesola was very useful and has provided much insight. A comment was made about having too wide a range in the data I am looking at collecting- due to me having stated too many inquiry questions. I believe this may have stemmed from my belief that I had to have a larger collection of questions in Module 2 to initially look at, in order to then narrow them down in Module 3…clearly what I now need to do! In response to Adesola's suggestion, I now aim to focus on just one main subject area whilst keeping another couple at the forefront of my mind during the inquiry: The factors affecting student’s negativity towards drama and the factors aiding motivation and/or confidence, what can teachers do in order to reduce the pressure when performing. I will be looking at the class as a whole, and recording individual moments relating to my topic i.e. confidence, motivation and how the teacher responds.

The idea of a more in-depth and analytical literature review required for Module 3 is certainly a little daunting to say the least, as it was probably the section I found most difficult in the initial inquiry plan. I know that I need to identify some text that clarifies the terms ‘motivation’ and ‘confidence’ so that I am able to apply them to other theories, and was wondering if anyone had perhaps yet met this hurdle during their inquiry process?

As far as I'm aware, there weren't many alterations I needed to make to the ethical section of my inquiry plan. Nevertheless, during a recent Skype session with students from across all Modules, it was something that Julia Gill mentioned that has really got me thinking… By stating that I had planned on the use of a Dictaphone in order to try and minimise discrepancies when it comes to the transcribing of the conversations, I had just assumed that I was making the process ‘error-proof’ and thus ensuring the reliability. However, will the participants be happy with how they are being presented (albeit anonymously) and have I correctly transcribed their viewpoints? If not, the originators are then free to edit if necessary.

The time-scale originally laid out 6 weeks for observations/interviews, but I now find myself reducing it down to 4 weeks due the school’s Easter holiday falling slap bang in the middle of this study period! Not only that, but trawling through 6 weeks’ worth of lesson observations would take an extremely long time to analyse. Plus, it’s not as if it is a completely new situation I find myself in, it’s about trying to further understand an existing one.

Phewf, plenty to be getting along with…!

Critical Reflection on Professional Practitioner Inquiry

I believe my practitioner inquiry has been shaped and moulded alongside my ongoing development as a professional during Module 2. It would be difficult for me to deny that I struggled with many of the concepts during the first module and is extremely refreshing to be able to say with some confidence that I have not only understood the work more readily, but also genuinely enjoyed the process this time around. One of the first concepts that I had to mentally tackle, was the notion of ‘inquiry’ itself; as it being a way to learn whilst ‘doing,’ examining my professional role, and not merely a study set out to prove/disprove theories. With reference to skills learned in Module 1, the ‘inter disciplinary’ nature of my inquiry has taken into account my experiences and observations to date in a teaching role, in addition to experiences I received whilst studying at school.

As valuable as ‘peer review’ is to academic literature, I have found a level of assurance in working within SIG’s during this period. These have been an unexpected additional avenue through which to expand my knowledge alongside more ‘operational’ procedures occurring at work. Co-operating with these networks has meant that bi-directional guidance offered by myself and others improved knowledge within the network during all of our inquiry planning. I refer to the included links in order to highlight my changing thoughts on ethical considerations and how these were aided/solved through my engagement with my networks.

(https://plus.google.com/112919586222231495851/posts/Lp86CD3Zae2)

(http://pipspalton.blogspot.co.uk/2014/11/just-thought.html)

Inquiry tools that I was originally intent on using were discounted after trialling them with members of my professional networks. I had originally wished to use questionnaires, perceiving them to be a quick and effective method. Upon receiving completed responses however, found that I would prefer a more face-to-face approach so that I may follow up on certain answers if desired- choosing detail over volume of response. For obvious reasons, it would have been impossible to undertake a trial observation using SIG members, but our interaction meant I was able to receive and challenge their comments/suggestions regarding efficacy.

When contemplating my original set of inquiry questions and comparing them to those I have carried through, it would seem the majority of them remain unchanged. I have removed one question regarding teacher’s sources of inspiration from the final plan completely. Despite this being of interest to me, after some consideration I felt that it did not follow a similar thread to the others and lacked relevance to this inquiry. During the early stages of my thought processes, a discussion with Adesola highlighted that a couple of my questions could be considered ‘leading:’ Does gender/age have any influence on negativity towards drama? The way this was worded implied my pre-existing judgement from past experience. Consequently I came to the realisation that there wasn’t the need for my inquiry to be so outcome orientated. By changing the above question/s to; “How do you feel drama is accepted by students in a school setting?” I now understand the reasons for leaving the questions far more open-ended and less influential.

Not only am I confident that I have the basis of a strong inquiry to take through to the next module, but of equal importance is the experience I have gained from reflecting on workplace events and learning from these experiences in order to continue improving my practice. 

Food For Thought?!

Task 6a: Trial and (hopefully fewer) Errors!

After reviewing Reader 6, I have begun to develop my understanding of how my inquiry will be conducted during Module 3, the variety of ‘tools’ or methods I have at my disposal, and which will be more appropriate/suitable to my needs as the insider-researcher. I must choose a tool/method which will inform what I may do when I carry out the inquiry, and after reading Module 6, this will most likely be a combination of i) surveys/questionnaires amongst member of staff and ii) observations of groups of students.

I have decided to conduct a brief pilot of my survey/questionnaire, by asking two drama teachers with whom I work with. At the time, the format of the questionnaire seemed preferable, as the whole of the Performing Arts department seems very busy at the moment, I would have found it extremely difficult to negotiate time in which to conduct interviews and I would rather have their ideas/feedback in written format as opposed to not at all.

Below is the data I received from my pilot questionnaire and as a result of me making a start and ‘putting the feelers out.’ I have anonymised the responses, due to ethical restrictions, and have simply labelled them ‘1’ and ‘2’. I am posting the results because:

1)      I am hoping that fellow BAPP members and followers of my blog may be able to identify any bias/misleading questions. In addition, if you read this blog and are involved in teaching dance/drama at secondary school level and would like to fill out your own answers, I’d be very grateful and would most definitely return them favour!!!

2)      If indeed you are reading this and your inquiry centre around the same topic/s, then these results may be of some use to you!

Here they are as follows:

…Number 1…

1.        What factors can affect student’s negativity towards dance/drama?

Negative comments from teachers and peers.

Students being almost forced to perform weekly.

Sometimes the style and topics can affect students.

2.        What factors can aid motivation and/or confidence when performing?

Positive feedback from peers and teachers.

A sense of achievement.

Working in certain group sizes or even a solo.

Size of the audience.

Position of the audience i.e. in the round/proscenium.

Being selected to perform in pieces based on ‘ability’.

3.        “How do you feel drama is accepted by students in a school setting?”

It depends on what opportunities the students have. At AGAC students are used to performing regularly as part of their lessons therefore this develops their confidence straight away. 

 I believe it is mainly down to opportunities and experience.

4.        Do the skills that are developed in dance/drama aid students in other aspects of their education?

Yes it develops team building skills, organisation, and confidence, ability to work to strict deadlines, creativity, ability to provide feedback to peers, improvisation skills, ability to review and improve, creative skills, and ability to work in various size groups and alone. The main aspect is that students get used to putting themselves ‘out there’ and used to receiving critique.

5.        What are your sources of inspiration when teaching?

Everything!

6.        Do the performing arts subjects still hold relevance in today’s curriculum? Why?

 Not as much as they should. I feel that the English Bach has a lot more ‘credit’ given to it than the arts.

7.        To what extent are the disciplines in the performing arts relevant outside of the classroom?

Very relevant. When going for a job interview, you may need to present in front of a group of people, participate in group activities/role plays.

8.        What are successful strategies for reducing the negative effects of peer influence/pressure within the classroom?

…and Number 2…

1..        What factors can affect student’s negativity towards dance/drama?

There are a number of factors that can effect negativity towards drama. Low self-esteem and confidence issues, friendship groups, anxiety and the fear of being bullied. In drama many students are put ‘on the spot’ and feel very vulnerable. Some students also treat the subject as an ‘easy lesson’ and their attitude and effort can be poor as they are not required to do lots of written work.

2.     What factors can aid motivation and/or confidence when performing?

Students like to know when they have done well. Praise needs to be a constant element throughout the lesson. Trips and seeing professionals can also motivate students. School productions and working as a team with staff is a strong motivator. Performing in pairs or as a group helps with confidence as well as allowing students to work at their own pace.

3.     “How do you feel drama is accepted by students in a school setting?”

In year 7 and 8 girls seem more confident, in year 9 boys tend to be.

4.      Do the skills that are developed in dance/drama aid students in other aspects of their education?

Yes. I feel that students learn life skills in drama to build confidence and have positive relationships with people. This can help in other subjects whether it’s giving a presentation or speaking aloud in class.

5.     What are your sources of inspiration when teaching?

Theatre, film, TV. But also working with children who want to do well and are motivated to achieve a good grade. In KS4 I feel like I work with young actors rather than students.

6.     Do the performing arts subjects still hold relevance in today’s curriculum? Why?

Absolutely. Performing arts is everywhere. If you go home and watch TV, you are watching performing arts. If you are making a speech or giving a presentation you are using skills learned in performing arts. Performing arts gives students the opportunity to be imaginative and creative. It helps students become the people they want to be. Children are not machines or numbers, they need the facility to explore characters and stories the way drama allows them to.

7.     To what extent are the disciplines in the performing arts relevant outside of the classroom?

My motto for GCSE drama is ‘fail to prepare, prepare to fail’. Not only does this apply in the drama classroom but also in life. Drama allows students to work on a project, focus, critique work and work as a team. All things are relevant in today’s society.

8.     What are successful strategies for reducing the negative effects of peer influence/pressure within the classroom?

Praise is effective. Also allowing students to work with friends one week then me putting them into groups. Also establishing the classroom rules early on and explain the punishment if students are being disrespectful. Encourage students and explain why they are doing things. Building confidence with games and short activities.

The Ethical Considerations of My Inquiry: Task 5c

In an investigation involving human beings as participants, there must be strict ethical guidelines adhered to. Add to that additional complications such as the age of the participants and the educational setting and the whole inquiry gets ever so slightly more complicated! Ethics infiltrates across all parts of our lives, both personal and professional, public and private and there is no exception here.

Our own ethical stances govern our actions and the decisions that we take. My personal ethics have been informed from the values my family instilled in me, any religious influences during my upbringing and also my basic morals; what I inherently know to be right and wrong – my ‘character.’ Historically, law and religion have always been closely associated with morals and ethics. My current place of practice sees many individuals brought together under one roof, each with their own set of ethical beliefs, varied as they may be. Professional ethics have therefore evolved from the ‘norms’ that can be expected of certain professions, in my case – teaching, and have developed so that the standards of the profession may be upheld. An ethical stance can sometimes be referred to as a ‘code of conduct.’ These regulate any differentiation in people’s personal ethics. Should anyone wishing to work within a school environment therefore should abide by these rules. Both personal and professional ethics then combine to contribute to social harmony in the larger community of the school.

The ripple analogy seen in Reader 5 aims to explain the consequences and knock-on effects of our own perceptions of right and wrong within our immediate community. But in a chain-reaction scenario, at whose ‘door’ would ethical principles lie? Should it merely stop at personal? I believe that the staff within a school all have a duty of care to its students. If a teaching assistant observes the Head Teacher ignore an incident of concern, does that justify it? Regrettably, tensions can arise between personal ethics; what we see fit and professional codes/what our employer expects of us. By supporting one another and remaining collegial, the ripples that spread outwards are all positive and influential. Ultimately, the ethos of the school should be one whereby its student’s personal ethics are shaped, in turn creating their own ripples within a wider society.

Unfortunately, issues that may make us question whether acts are good/bad/necessary are not always a case of ‘black or white.’ It is my personal responsibility during my inquiry to thoroughly investigate any ‘grey’ areas that would affect the well-being of my participants.

I found the reading of the history behind ethical principles extremely interesting. Hobbes (1651) was of the belief that ethics were a practical solution to harmony within society and existed in order to achieve peace and cooperation. In order to achieve social order, everyone within that society must all first adhere to a set of moral rules. I believe this theory could be considered fairly black/white. For instance, it works on the premise that rational people will accept it on the understanding that everyone will as well. But who decides on rational? Certainly in a school the ethical code of practice determines the morals expected of its staff and students. Unfortunately however, there are individuals that exist within educational organisations who fall short in terms of adhering to moral rules.

Kant’s (1779) belief is that the moral rules are absolute. A person should act for the greater good no matter what their desires are and that the moral behind the action determines whether the action itself is right or wrong. In stark contrast to that is the view of Mill (1861) in that he believed that the means justified the end. By looking at the ‘kill one person to save ten’ analogy, although seemingly extreme, I have been able to link it to an educational example. If one student is persistently disruptive throughout a lesson, the teacher could be considered right in removing the student and sacrificing their learning during that lesson, in order to enhance it for everyone else. In terms of this view on the ethos of a school? No, I am of the opinion that the community within the school should follow the same guidelines.

Leading on from that, Plato’s idea of comparative ethics whereby what is deemed right/wrong differs with the passage of time can also be given an educational example. Social changes have rendered certain types of conduct which were acceptable e.g. use of the cane and physical pain as punishment, to now not being so. The concept of ‘moral relativism’ states that there are in fact no universal moral norms. What is right or good in one society or time may not necessarily be the same in another. While this could be true of all educational establishments worldwide, educational settings within Western culture and certainly within the UK all share the same ethical expectations.

When planning my inquiry, I must follow complete ethical practice in the carrying out of actions and consider the broader ethical implications that may be attached. The motivating factor for my inquiry is twofold; I improve my professional practice through the results brought about by the investigation and likewise the learning experience for my students is enriched. At the end of the day, the students themselves stand to benefit most from the research, in that the reason for me wanting to improve my practice and become a better teacher is so that my students learn more and have a more successful educational experience. I have responsibilities to my students, my peers at the school, the academic institution and the greater community of practitioners.  

*Who are my participants? – Drama students of mixed age range, gender and ability, particularly in years groups 7-9 before it is chosen as a preferred Key Stage 4 subject.

*How have you chosen the participants? – Students have purely been chosen on the fact that I am able to access their lesson in a supporting role. I will ensure that I have plenty of differentiation within my sample e.g. age, ability, gender etc.

*Why were the participants chosen? – As my inquiry will look into factors affecting motivation/negativity towards drama, transferable skills etc, the participants will be chosen based on their timetabled drama slot and also by ensuring a variation of participants e.g. by not comparing three different year 7 groups.

*How will you contact the participants? - Put simply, I will not. It would be inappropriate of me as their teacher to attempt to contact the students individually or outside of school hours, inquiry or not. All contact will take place within the lesson or school environment.

*How will you make sure that your participants can leave the inquiry if they desire to do so? - I will make it perfectly clear to the participants before we begin that they can decide to not be a part of my investigation at any point without repercussion. Obviously they cannot opt out of the drama lesson as a whole but I will be sure to omit their results/data before making my final conclusions.

*Do the participants have your contact details? – No, as discussed above.

*Are you storing the participant’s data safely? – The data will be stored digitally and as such, will require proper managing and special handling to ensure that it is not manipulated in any way or shared with other parties. The data will represent the attitudes and behaviour of the participants and not my opinions as the researcher. I must also consider appropriate disposal of the data.

My responsibilities as the instigator of the inquiry must be to develop ethical and legal methods of working. Essentially, at the very heart of ethics, no harm should befall any of my participants. Any areas of potential ethical concern will be dealt with quickly and effectively. All research will be conducted to the agreed protocol, as outlined in my proposal and agreed with the authorising professional source. I will endeavour to treat the students with respect and honesty by informing them of the purpose of my study, gaining parental consent and ensuring their safety throughout, reporting any problems/incidents to the appropriate body within the school. Feedback provided to participants will be accurate and truthful, and findings presented fairly without cherry-picking data or ignoring any anomalous responses. 

Ultimately, I want to ensure that if my observations are carried out on certain classes within the year group and not others, in order to measure subsequent differences, that I am not impeding learning in any way. 

...Just A Thought?

After reading and reflecting on the ‘Ethics’ section of the Module, I am of the understanding that my participants (in my case – secondary school students) must be made aware of the reason for the inquiry, and what I will be looking at during observational periods. I am slightly concerned however, that once they have been told the line of my inquiry, then their behaviour will not be authentic i.e. they may act out/withdraw from activities deliberately? In particular I am hoping to focus on the factors that affect negativity towards drama and effective strategies for reducing peer pressure within the classroom. Once students hear this, will they behave in a way they perceive to be ‘what I’m looking for’ or conversely, try to deliberately act out and affect results?

Wondering if anyone had had any thoughts on the above and any ways to tackle it?

Codes of Practice in an Educational Setting - Task 5b

After blogging my initial thoughts regarding the ethical considerations and codes of practice in the workplace, I sought out official legislation and documentation in order for me to identify areas that I may have overlooked. Digital copies of policies ranging from the ‘Acceptable Use of ICT and Mobile Phone Policy’, right through to the ‘SEN Policy’ were easily located on the schools website and intranet, with physical copies printed out and available for perusal in the staffroom.  I identified the policies that were applicable to my role and the inquiry, and have gathered the following information to add to my existing knowledge:

Taken from the ‘Data Protection Policy’ – …”obtain and process data fairly by informing all subjects of the reason for data collection. Data should be accurate, relevant, and held only for a period of time.” This was something I had not previously given a great deal of thought to. I had thought that I would not tell the students that I am observing aspects of their behaviour, for fear that this would become altered and false. Instead, I had hoped that the students would merely continue to presume my presence in the classroom was in order to offer support if needed. However, I will now discuss the matter with the professional support I seek, in order to be able to carry out my investigation.

Taken from the ‘Safeguarding and Child Protection Policy’ - …”aware of the systems within their school which support safeguarding. Listening to, and seeking out, the views, wishes and feelings of children and young people. Knowing who the school’s Designated Safeguarding Leads and governor for child protection are.” I am confident that I am well equipped with this knowledge already. It is one of the most important parts of my current role and I was able to identify this during task 5a, prior to reading any official documents. Something I may not have considered however, is taking care of myself, e.g. not finding myself in a position whereby I have left myself alone with a student etc.

Taken from the ‘Learning and Teaching Policy’ – “…the classroom is critical in creating an environment in which students are expected to achieve…a good learning atmosphere will aid the teaching and promote learning in the classroom.” This was a point I had noted during the blogging of my initial thoughts. After reading this particular policy through in greater detail, it was also mentioned that teachers of The Arts should have up to date Risk Assessments. Again, this is another area I wish to clarify with my professional support before commencing work on my inquiry, so that the environment and activities are completely safe.

And finally, taken from the ‘Health and Safety Policy’ – I have the responsibility to create and uphold a safe environment, to prevent accidents, and to minimise and control risks…”carry out regular health and safety risk assessments for the activities responsible for, exercise effective supervision.” By giving out clear and concise instructions at the beginning of every lesson, this will help. Overall, I feel that I had independently identified the majority of ethical considerations, and that taking a look at official documentation has merely helped cement these into the inquiry I am to carry out.

Task 5a: Ethics Ethics Ethics

Working in a secondary school environment...

...it is not uncommon to hear phrases such as ‘codes of practice’ on a daily basis. As my line of inquiry centres around an educational setting, I must consider all ethical issues that could apply, in order to ensure the safety and well-being of the students in my care. Without referring directly to any documents/ existing literature, my initial thoughts as I approach this topic are as follows:

Good professional practice is ensuring a calm and productive environment in which students can learn. There should be clear aims/objectives to the work set and disruptive behaviour should be dealt with quickly. With this in mind, any observations that I must undergo as a means of carrying out my inquiry should be done so in an environment that will be expected by the school, the students and staff. Anything different to this and behaviour could be altered as a result.

No physical or physiological harm should come to anybody involved in my line of inquiry. If appropriate measures are put in place/adhered to by the school and staff members, then the physical harm should not be an issue, as I am merely observing existing lessons that function week after week, inquiry or not. In terms of the physiological aspects, remain alert and aware for signs that the students may be displaying to suggest they feel uncomfortable at any given moment.

I should not and will not include the names of any individuals, nor the name of the school in my inquiry. Any information/data I do gather must remain in my possession only. I should not include any images/media that depict individual faces. This is a child protection issue which was relevant in Module 1 when asked to set up an Instagram account that was work related, and as such is applicable here.

Finally, it is within my duty of care to report any incidents of concern during the investigation period. This could range from a particular behaviour being displayed, or something that the student may have disclosed to me. In carrying out my inquiry, the experience for other people should be a good one, and not a negative one. I must tread carefully; just because I’m interested in it does not necessarily give it merit. Likewise it should not only depict my perspective, but also how it is seen by others. 

Education secretary Nicky Morgan: ‘Arts subjects limit career choices’

By: 

David Hutchison 

http://www.thestage.co.uk/news/2014/11/education-secretary-nicky-morgan-arts-subjects-limit-career-choices/

Scrapping GCSE drama from the curriculum would be madness

The idea that taking drama off the syllabus will somehow strengthen its worth in schools is barmy, says Thomas Hescott...

http://www.theguardian.com/culture-professionals-network/2014/nov/03/gcse-drama-curriculum

Task 4c...HINDSIGHT!!!

In order to establish the strength and relevance the questions I have begun to develop and explore hold within my workplace, it was important for me to be able to share them with other colleagues. From this, I may gage from their initial responses whether to carry them through to inquiry level.

As I have mentioned before in my previous blog, regarding individuals within my SIG’s sharing similar ideas, I thought it appropriate to ask colleagues who I work with daily to share their opinions. This was because I came up with much of the content for inquiry based on what I experience daily at work. The two members of staff that I approached for help were teachers of dance/drama within a secondary school setting. Looking at their responses, my initial thoughts were that they held some similarities to each other, but also to what I had been thinking when writing out the questions originally. Great! I thought this must mean I have a strong set of ideas on which to base my inquiry, they hold merit, the answers highlight similarities… 

It was only when I had a Skype session with Adesola that I have since realised that there may be cause to adjust/rewrite/omit certain questions before my inquiry. Why do their responses highlight similarities? Is this because we all work within the same environment, teach the same students, adhere to the same school policies? Maybe so, but it was also pointed out to me by Adesola that a couple of my questions could be considered ‘leading.’

Does gender have any influence on negativity towards drama?

Does age have any influence on negativity towards drama?

The way that I have worded this implies that I think gender/age affects negativity and as a result, I expect reference to that in answers given. Gender affecting negativity could be a subject of a scientific experiment carried out in schools, perhaps by the government etc., and certainly is not what I wanted to be focussing on in my inquiry.  I have since come to the realisation that my inquiry doesn't need to be so outcome orientated. Instead, it is OK for my inquiry to just focus on gaining more knowledge on an area. By changing the above question to; “How do you feel drama is accepted by students in a school setting?” I am leaving the questions far more open-ended and less bias. I had been under the impression that the results of the inquiry were intended to help improve both my professional practice and others whom I work with. But who am I, aged 23, recent graduate, limited number of years teaching experience, to dictate to far older/wiser/more experienced professionals?! Instead, I should think about the people in my communities being people I have yet to meet in my professional career.

Once again, hindsight is a wonderful thing!

Task 4b: Developing Special Interest Groups

Certainly in my case, I am finding Module 2 more challenging in terms of finding enough time to complete work and keeping my head above water! In that respect, I am in no doubt that I could get together a special interest group based on juggling a career with part-time University tuition!

Within my current workplace, it is not uncommon to work in groups or teams as well as independently. Staff members regularly come together during meetings and briefings to discuss matters ranging from successful lesson plans, to the managing of challenging behaviour.  Whilst I am able to draw parallels from working in groups within the workplace, to the groups I am a part of in my professional networking, staff members congregate regularly to ‘get things done.’ That is all fine and well in a work situation but my inquiry is less about solving problems, rather looking more in-depth into an area I take an interest in.

By forming and actively engaging in groups formed on the BAPP course with people who share similar interests to me, or even similar places of work, I am hoping to expand my knowledge alongside more ‘operational’ structures within my practice. As mentioned above, I am finding I have very limited time during the day in which to engage with other individuals interactively, so it was important for me to be able to find a way of making this process easier to manage. For me, the communication needed to be clear, efficient, and easy to access. 

Following a group Skype session with Paula, a Facebook page for members of the BAPP course on Module 2 has been created. Although generally speaking, one might say we all have similar interests to one another, by actively discussing our thoughts on the whole process of inquiry planning, I have realised the extent to which others share similar ideas – in particular, Della and Steph. I have ensured that members of this group are part of my community outside of the Facebook group, by following the progression and development of their thoughts on their blogs too. I am fully aware of the importance of maintaining contact and communication with my networks, even more so now in Module 2, and that by having a range of means by which to engage with them should make it easier to manage alongside my work.